Impact of student welfare services on students with vulnerabilities in the bachelor's degree program in early childhood education at the University of Atlántico

Abstract

This study analyzes the impact of University Welfare services on students experiencing academic, economic, and psychosocial vulnerability in the Early Childhood Education undergraduate program at Universidad del Atlántico, Colombia. A mixed-methods approach was adopted, combining a nonexperimental, cross-sectional, descriptive quantitative design with a qualitative case study. Eighty students participated in the quantitative phase, while ten took part in the qualitative phase through a questionnaire, semi-structured interviews, and a focus group. The findings revealed multidimensional vulnerabilities associated with poor academic performance, financial difficulties, emotional problems, and limited social support. Although 68.75% of participants had used at least one welfare service during the previous year, half reported using the services only once. Academic tutoring, psychological care, and socioeconomic assistance were the most frequently used services. The study concludes that University Welfare contributes to student well-being and retention; however, its impact is constrained by limited awareness of available services, discontinuous participation, insufficient coverage, and a lack of personalized follow-up adapted to students' actual needs.